Ingles, Tony

Philippine Values Education

by Tony Ingles

The commitment to work for the promotion of justice is rooted in Jesus’ command to seek the Kingdom: “But seek first the Kingdom (of God) and his righteousness (justice), and all these things will be given you besides” (New American Standard Bible, Matthew 6:33). Action for justice and liberation from oppression cannot be separated from seeking the Kingdom.

The commitment to justice is a constitutive dimension of the preaching of the Kingdom. Justice is the very link between why God's Kingdom must be sought and why God as Creator must be acknowledged: “Our Father in heaven, hallowed be your name, your Kingdom come, your will be done, on earth as it is in heaven” (New American Standard Bible, Matthew 6:9-10).  

Paul describes the Kingdom of God as, “...not a matter of food and drink, but of righteousness (justice), peace, and joy in the Holy Spirit” (New American Bible, Romans 14:17)." Justice concept in the Old Testament could best be translated as "Right-Relations" or even better as "Life-Giving Relationships" (Fuellenbach, 1998). This "Life-Giving Relationships" Values (L-GR Values) can be associated with harmony, wholeness, caring, compassion, reciprocal regard, and mutual valuation of intrinsic worth (Acorn, 2004).

According to Fuellenbach (1998), these essential relations extend in four directions: to God, to oneself, to neighbor (both as individual and as part of society) and to creation as a whole. Therefore, to be just means human beings should live in life-giving relationships with their fellow human beings, with themselves, with nature (creation) and ultimately with God.  

In Psalm 104:24-34, the psalmist reacts to the beauty of creation with awe. God's creation is a revelation to human beings, His creatures, of who He is. The present world is the culmination of billions of years of His creative activity. This affirms Paul's claim: “Ever since the creation of the world, his invisible attributes of eternal power and divinity have been able to be understood and perceived in what he has made" (New American Bible, Romans 1:20).

Human beings have been chosen as God's stewards. He commissioned them to "be fertile and multiply; fill the earth and subdue it. Have dominion over the fish of the sea, the birds of the air, and all the living things that move on the earth" (New American Bible, Genesis 1:28). God took Adam, "and settled him in the garden of Eden, to cultivate and care for it" (New American Bible, Genesis 2:15). Since the issue of justice is also understood as life-giving relationships with nature, justice therefore demands to exercise this divine commission to care for creation. This means that humankind’s calling to care for all creatures on earth, and maintain it in its integrity is what the Kingdom demands from those who commit themselves to work for the promotion of justice.

To seek the Kingdom implies a rational and benevolent use of nature, a use that is respectful of its purpose and destiny and is mindful of the needs of the present and future generations. Unfortunately human beings have committed a great injustice when they lost their capacity to enter into a proper relation with nature and with the body of the creation. Enmity between human beings and the natural world has replaced the relationship of harmony and care. Domination and exploitation of the creation for their selfish ends and greed became the order of history. They have viewed creation simply as a resource to be used for their pleasure and treated it as an enemy requiring forceful control which brought about today's ecological crisis, “a human and a social problem, connected with the infringement of human rights and unequal access to the earth’s resources” (Communion and Stewardship, 2002, No. 73). Human beings stand today before a wounded creation which suffers because of them.

To be just, it is not enough to refrain from injustice. To heal this wounded home, it is not enough to simply be sorry for the injustice being done. “Just as the cosmos itself can be ruptured and torn apart by injustice, it can be healed by all human efforts to bring justice back to human relationships to earth, air, fire, water and one another” (Fox as cited in Fuellenbach, 1998; Schreck, 2003).

Quisumbing (2004) affirms that learning how to choose what is just is an imperative in today's world of rapidly advancing technology. Greed over justice and compassion, and the satisfaction of the wants of a few at the expense of the needs of most, - is bringing our technologically - advanced world to the precarious condition it is in today, - the brink of the destruction of the human spirit.” Despite her bleak assessment of today’s situation, she acknowledges that information technology has revolutionized our modes of learning and communicating for it has opened wide avenues of knowledge, expanded horizons as never before, bridged distances, overcome the barriers of time and space.

One of the many ways to lessen these selfishness and greed is to (1) start examining and assessing the prevailing Philippines values education in the basic education curriculum on how the L-GR Values are meaningfully integrated in the lessons of every teacher, where the value of Compassion win over ruthlessness, the value of Caring win over selfishness and the value of Sharing win over greed, and to (2) make use of information technology to accommodate itself to the needs of humanity for integrating values development and education.

Information technology as a tool is invented and developed by human creativity and industry whose real worth depends on the use we make of it. Its value is only instrumental and has to be judged by how efficiently and effectively it promotes the welfare of the human person (Quisumbing, 2004).

Nagahama (2006), in his study on “An Analysis of Values Education under the Integrated Learning Subject in the Philippines,” shows that L-GR Values of Compassion, Caring and Sharing (CCS) are considered Related Values of the Core Values of Love and Goodness. Prisciliano (2002), as cited in Nagahama (2006), presents the development of frameworks known as Values Maps (see Table 1) which show the 1987 framework along with that of 1997 that became the contextual basis of the new 2002 BEC (Basic Educational Curriculum). The said "Values Map" is composed of two special features: "the human being as an individual" and "the human being in community". It is classified into a total of nine (1) "Core Values", each constituted by (2) "Related Values", and all values of these two features [(1) and (2)] are unified by "Human Dignity." The current curriculum is the 2003 Revised Basic Education Curriculum (RBEC) /Revitalized Basic Education Curriculum (RBEC) which was the revision of the 2002 Basic Education Curriculum (BEC) (Carpio, 2007).

Table 1 Values Maps show the 1987 framework along with that of 1997, which

becomes the contextual basis of the new 2002 BEC (Basic Educational Curriculum)

Schulman (1999) asserts that learning is a dual process. Initially the students inside beliefs, understandings, prior experience and knowledge must come out, and only then can something outside get in. He describes these two processes: the inside-out and the outside-in movements of knowledge, which alternate almost endlessly.

The context in which this dual process takes place is a mix or blend of elements, like the environments, activities and media. Both the contextual and processual elements are influencing students’ learning. For example, students attending teacher-led activities learn not only from content communicated directly by the teacher, but also from the reference materials provided to them (study guides, course notes, textbooks, etc.) and from social interaction with classmates within the classroom setting (Igneri, 2005). The context encompasses both the (1) students’ the inside-out and the outside-in learning experiences and the (2) outside real world. In the real world, hybrid or blended or mix modes approaches to learning includes the combination of face-to-face classroom-based and the information technology-based teaching.

This hybrid model as compared with a straight e-learning strategy increases in accuracy and in speed of students’ performance. Prior to the seminar (organized by Learning and Skills Research Centre/Birkbeck College) held at Birkbeck College, University of London on March 12, 2002, delegates were asked to complete an on-line questionnaire. Opinions gathered via the survey suggest a broad consensus that “hybrid” or “blended” or “mixed” modes approaches to learning are the most successful. Some believe that the role of the teacher will become either mentor, or learning facilitator or specialist expert (de Freitas, 2002).

Through hybrid model approaches to learning, values education teachers and other subject area teachers (non values education major) may not only work collaboratively to integrate values development in the subject area they teach in various learning areas, but may also serve as mentors, or learning facilitators or specialist experts.

Statement of the Problem

This study seeks (1) to examine the L-GR Values through the Philippines Values Education in the Basic Education Curriculum, specifically on learning and teaching the values of Compassion, Caring and Sharing (CCS), and (2) to assess the primary public schools in Manila on how they employ the information technology in integrating values development and education, specifically in Hybrid Model-eLearning Experiences (HM-EE). This study also gathers important data on the use of HM-EE as a means of contextualizing learning and teaching the L-GR Values of Compassion, Caring and Sharing. Furthermore, it looks at its implications for learning and teaching practices.

How do the fourth grade, fifth grade and sixth grade students learn and are taught the values of Compassion, Caring and Sharing in a classroom setting? How do they learn and are taught in a classroom using the available HM-EE? How does this HM-EE effectively help and supplement in learning and teaching the L-GR Values of CCS?

How do values education teachers and other subject area teachers (non values education major) work together to integrate values development in the subject area they teach? What learning modules or lesson plans they use to integrate with classroom learning and teaching? Do students become compassionate, selfless and generous? How do they manifest behaviors based on the said values?

Do students learn better or benefit more from using the HM-EE as tool as it is being integrated in classroom learning and teaching? What are the indicators that this HM-EE integration into classroom learning and teaching foster value of Compassion win over ruthlessness, the value of Caring win over selfishness and the value of Sharing win over greed?

4.      How is HM-EE being effectively and efficiently used as a means of contextualizing learning and teaching to the fourth grade, fifth grade and sixth grade students of primary public schools?

Research Objectives

Paul VI (1965) declares that the “Sacred Ecumenical Council has considered with care how extremely important education is in the life of man and how its influence ever grows in the social progress of this age. Indeed, the circumstances of our times have made it easier and at once more urgent to educate young people (p. 725). The vast growth in educational renewal among schools, colleges and universities in the Philippines gives ample testimony to the importance of quality education for the young people, coupled with an understanding and knowledge of values for life.

This research envisions for (1) the young people, (2) values education teachers and (3) other subject area teachers (non values education major) from basic education to high school education in all public schools a contextualized learning and teaching using HM-EE that maximizes the accessibility and connectivity of internet technology as tool of learning and teaching L-GR Values of CCS.

One of the objectives sets forth in “The Philippines’ Information and Communication Technology Plan” is to undertake a curriculum improvement programme focused on the integration of technology, which looks forward to 2009 that 50 per cent of the elementary public schools will have a computer lab equipped with basic multimedia equipment and will be provided with appropriate educational technology equipment packages (Belawati, 2003).

This was made cleared on the 1st National Information Communication Technology in Basic Education Congress when President Gloria Macapagal-Arroyo (2004) instructed, “the commission on I.C.T. to draw a clear road map to connect the whole country including high speed broadband transmission services, local exchange telephone services, cellular mobile telephone services, and yes, I.C.T. education from basic education, high school, tertiary education and post-secondary education.”

Technology is revolutionizing learning and teaching with benefits identified in “six key dimensions:  (1) Connectivity – access to information is available on a global scale, (2)  Flexibility – learning can take place any time, any place, (3) Interactivity – assessment of learning can be immediate and autonomous, (4) Collaboration – use of discussion tools can support collaborative learning beyond the classroom (5) Extended opportunities – e-content can reinforce and extend classroom-based learning, and (6) Motivation – multimedia resources can make learning fun” (JISC, 2004).

With the potential of technology to revolutionize learning, however, it is neither the intent of this research to make web-based instruction alone as alternative nor a substitute approach in classroom-based values education learning and teaching nor measure the effectiveness of a web-based instruction as distinct or separate from classroom-based instruction.

“e-Learning is fundamentally about learning and not about technology. The development of elearning should be based on the needs and demands of learners and the quality of their educational experience” (JISC, 2004). This research wants to seek out ways or institute new structures, policies and programs on how HM-EE supplements, complements and enhances the learning of the young people in values development and education in today’s community of learning and teaching. This research has the following objectives:

To examine the implementation of Values Education as one of the emphases of the restructured Basic Education Curriculum on how the values education teachers effectively and efficiently work collaboratively with other subject area teachers (non values education major) in integrating values development in the subject area they teach in various learning areas: English, Mathematics, Science, and Makabayan (Social Science).

To maximize the use of HM-EE in learning and teaching by designing, developing and delivering effective, engaging and appropriate elearning modules on the L-GR Values of CCS as part of values development and education that can supplement and be integrated into classroom learning and teaching. The proposed elearning modules may consist of 3 lessons. Each lesson will be laid out through the following sections:

2.1  The Topic is basically the title and framework of one whole lesson.

2.2  A Quotation taken from either the Old Testament or the New Testament or any inspirational sayings which serves as a point of order and an initial exposition of the core- message of a topic exposition.

2.3  The Topic Outline gives the topic’s divisions and sub-topic’s titles, which at the same time offers as to the extent and limit of the topic exposition.

2.4  An Introduction functions as preliminary remarks preparing the learner’s disposition, as to the topics or sub-topics to embark on.

2.5  The Objectives work as guidelines on what specific results are expected. They serve as scale indicators as to the limitations of the scope of the discussion. These also help in determining as to whether the expected results are achieved.

2.6  The Topic Exposition is the section where the core-message and core-content of the whole lesson is explained in details.

2.7  The Summary of Key Points serves as review and synthesis of the topic exposition.

2.8  The Reflection gives the follow-up questions drawn from the Topic Exposition. These questions address the students for discernment of the core-message and deepening of their learning experience.

2.9  The Response challenges the students to concretize in their personal and present-day experience the core-message.

2.10          The Brief Self-Test measures the expected comprehension-skills of the students about the topic exposition. These last three sections, namely Reflection, Response and Brief Self-Test, taken together evaluate the students’ comprehension of the lesson, assess the lesson-design’s effectivity to communicate the core-content to elicit a meaningful response from the core-message and determine whether the objectives are attained.

The Philippines is the twentieth among the top 20 countries with highest number of internet users in the world. This information about the “Top 20 Countries with Highest Number of Internet Users” is based from the World Internet User Statistics which was updated on June 30, 2007. The most recent user information comes from data published by Nielsen//NetRatings, International Telecommunications Union, Official country reports, and other trustworthy research sources. (Source: © Copyright 2007, www.internetworldstats.com. All rights reserved.)

The information about “The Internet Usage Statistics of Honkong, Japan, South Korea, Philippines and Singapore” (see Table 2) is based from The Asian Internet Statistics which was updated on September 30, 2007. The usage numbers came from various sources, mainly from data published by Nielsen//NetRatings, ITU, and other trustworthy sources. The information about “The Internet Usage and Growth in the Philippines” (see Table 3) is based from ITU, C. I. Almanac and Yahoo.

Table 2 Internet Usage Statistics of Honkong, Japan, South Korea, Philippines and Singapore.

  Source: © Copyright 2007, https://www.internetworldstats.com/asia/ph.htm. All rights reserved.

Table 3 Internet Usage and Growth in the Philippines

  Source: © Copyright 2007, https://www.internetworldstats.com/asia/ph.htm. All rights reserved.

While there has been many claims that Internet usage is closely correlated to the level of education achieved and income level, this undeniable dramatic growth and continued increase of Internet usage could also be attributed to the country’s expanding and improving accessibility and connectivity. Today using HM-EE in learning and teaching in Manila is no longer limited and cannot be prevented by the lack of school internet technology resources because outside the schools internet-cafés are sprouting like mushrooms and internet service providers (ISPs) proliferate, like: Bayan Telecommunications, Inc. (BayanTel Corp.), Digital Telecommunications Philippines, Inc., (DIGITEL), Globe Telecom Inc. (GLOBE), Philippine Long Distance Telephone Company (PLDT) and Smart Communications, Inc. (SMART). They become “de-facto” school-partners to educate young people in the community of learning and teaching towards the transformation on the structures, policies and programs that directly affect values development and education of the Philippine society as a whole.

Significance of the Study

In the Department of Education of the Philippines (DepEd) Order No. 41 on Values Education in the Basic Education Curriculum dated May 22, 2003, DepEd Secretary Edilberto C. de Jesus wanted to ensure the effective implementation of Values Education as one of the emphases of the restructured Basic Education Curriculum by utilizing fully the values education teachers to help the other subject area teachers integrated values development in the subject area they teach.

Using the HM-EE in learning and teaching values to students extends far beyond the classroom and helps overcome the limitation of time and space. Learning and teaching values outside a classroom through elearning will enhance the face-to-face instruction. At its most basic form, elearning instruction takes place when a teacher and students are separated by physical distance and elearning technology is used as tool to bridge the instructional gap.

The Software & Information Industry Association (2003) recommends that “access to any online content is not sufficient. Most of what is available at no cost on the Web is information in the form of primary, static source materials and stand-alone lesson plans.” The development of content alone does not lead to more effective learning (Conole, 2004).

To ensure the effective implementation of Values Education where values education teachers work together to help other subject area teachers integrated values development in the subject area they teach, it is important to provide the fourth grade, fifth grade and sixth grade students and teachers the elearning modules on the L-GR Values of CCS as learning-teaching tools that is “effective, engaging, and appropriate learning resource” (SIIA, 2003).

eLearning is defined as “learning facilitated and supported through the use of information and communications” (JISC, 2004). It includes a web-based learning-teaching tool that involves the creation of virtual classrooms (e-classroom) where students and teacher interact or collaborate with other students in real-time (synchronous) communication, such as online conference and discussion forum (chat) or through time-delayed (asynchronous) exchanges, such as electronic mail (e-mail) and message board. Students are able to view class lectures and other instructional material any time of the day. They participate in web-based activities (such as searching and evaluating resources on the Internet) as part of the assignment. They work either on their quizzes or exams or problems over the Internet anytime and get instant feedback on whether the answer is right or wrong. Web-based learning-teaching tool does not intend to downplay the value of face-to-face instruction, rather supports it by keeping in mind the clearly defined learning objectives and the target learners.

The use of a computer is necessary to access and study elearning modules or lessons from a remote location via the Internet at home, at schools, in offices and in internet-cafés. Learning how the interface works maximizes the time for learning through modules. To save time, students are oriented and provided guidelines on how to use the course modules interface to assists the them to be comfortable with technology and to move through the modules with ease so that together so they can effectively participate both in class and web discussion through the posted lessons, posted discussions and posted notes.

The general principles and criteria of instructional design applied to web-based instruction are considered in the development and presentation of the modules that encourage meaningful learning and active participation. This also includes the aesthetic design of the interface (font, lay out, color, graphics, etc.) and the navigation and coherence of the instruction.

Research Method (Participants, Design and Data Analysis)

This study will focus on Life-Giving Relationships Values (L-GRV) of Compassion, Caring and Sharing (CCS) and will involve three elementary public schools. Targeted samples include about more than 25 classes and 100 teachers as survey respondents assigned in various learning areas: English, Mathematics, Science, and Makabayan (Social Science) in elementary level. The participants are from the primary public schools in Paco Disrict, Manila Division: (1) the fourth grade, fifth grade and sixth grade students of primary public schools, (2) their values education teachers and (3) their other subject area teachers (non values education major). The primary public schools are (1) Justo Lukban Elementary School, G. Apacible St., Paco Manila; (2) Dr. Celedonio A. Salvador Elementary School, Merced St., Paco Manila; and (3) Silahis ng Katarungan Special School, Paz St., Paco Manila. 

Table 4 Elementary education: weekly lesson timetable (2002 basic education curriculum)

Notes:

(1) In Grades I and II, science is integrated into English and Makabayan (Civics and culture); in Grades III–VI, science includes basic health concepts.

(2) Makabayan is a learning area that serves as a practice environment for holistic learning to develop a healthy personal and national self-identity. Ideally, Makabayan entails the adoption of modes of integrative teaching which will enable the learner to personally process and synthesize a wide range of skills and values (cultural, aesthetic, athletic, vocational, politico-economic, and ethical). In Grades I–III, Makabayan competencies and topics are developed through ‘Civics and culture.’ Children engage in character-building activities, develop good behaviour, and are taught values like love for the country, good citizenship, and respect for one’s cultural heritage. Children are also introduced to basic health knowledge, healthy practices, and simple scientific skills. Civics and culture also nurtures creative expressions through music, arts, physical exercises and games. In Grade III, Civics and culture focuses on the development of a work ethic.

(3) Geography in Grade IV, History in Grade V, and Government & civics in Grade VI.

(4) Integrated into Civics and culture in Grades I–III.

(5) Values education and ‘good manners and right conduct’ are integrated in all learning areas.

Source: https://www.ibe.unesco.org/countries/countryDossier/timestables/TPhilippin.pdf

Guided by a “Practical-Deliberative-Interpretivist Perspective” approach, this study aims to improve existing classroom-based instruction practices on learning and teaching L-GR Values of CCS. The insights of the participants in relation to the relevance contextualizing learning and teaching using HM-EE that is, the integration of web-based instruction into classroom-based instruction are applied (Master, 1995).

This study utilizes data triangulation which attempts to capture a complete, holistic and contextualized picture of learning and teaching using HM-EE. It also reveals the varied dimensions of these sources of data which complement each other and answer the query on the roles and functions of the HM-EE as learning-teaching context, tool or strategy for values development and education. This context, tool or strategy expects to improve the students’ level of learning and assist students to develop and manifest behaviors based on L-GR Values of CCS.

Data analysis through data triangulation aims to improve existing classroom-based instruction practices by applying the insights of the participants with regards to the relevance of contextualizing learning and teaching, integrating classroom-based instruction with web-based instruction. These sources of data will be taken one by one and all together and will be examined and interpreted. The surveys are intended to obtain indications or indicators that may have occurred while using HM-EE in relation to the improvement of students’ learning and development of values the context of both on-line and face-to-face instructions.

The data triangulation consist of the three sources: (1) The first source is the pre (offline) and post (online) learning survey, (2) the second is the random selection of one on one interview of both students and teachers, and finally, (3) the third source is focus group discussion (FGD) session. After the data are collected, this study will try to identify the patterns of students' learning and the factors facilitating the changes observed with HM-EE intervention. Results may demonstrate the similarities and differences one may see in analyzing the data in three different ways, as well as indicating the effect to students’ learning and teachers’ teaching on Life-Giving Relationships Values (L-GRV) of Compassion, Caring and Sharing (CCS) using Hybrid Model-eLearning Experiences (HM-EE).

The on-line learning survey instrument is the adaptation of Constructivist On-Line Learning Environment Survey (COLLES) which is designed to help assess key questions or aspects about the quality of an online learning environment from a social constructivist perspective (Dougiamas and Taylor, 2002). The instrument consists of 24 questions arranged into 6 scales: (1) Relevance, (2) Reflective Thinking, (3) Interactivity, (4) Tutor Support, (5) Peer Support and (6) Interpretation.

            The first scale asks the question on how relevant online learning is to students' professional practices. The second scale asks whether on-line learning stimulate students' critical reflective thinking. The third scale seeks to know to what extent students engage in an on-line in rich educative dialogue. The fourth scale inquires on how well tutors enable students to participate in on-line learning. The fifth scale asks if their fellow students do provide sensitive and encouraging support. The sixth scale wants to know whether students and tutors make good sense of each other's communications.

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